While developing an interactive workshop for school students, I created a “Jeopardy” for them as a form of re-cap exercise at the end of one session. While running the jeopardy, with four teams vying to get the highest scores, every time a category was taken, the exclamations, excitement and engagement of the students in the room was palpable. I had an epiphany – this works… we need more gamification of academic integrity! ~Khan, ZR (April 2019)
Gamification of academic integrity has gained some momentum in academia in recent years, with Amada White from University of Technology (Sydney) having created a board-game, Sarah Eaton from University of Calgary (Canada) documenting her experience gamifying an academic integrity workshop for staff, and True North/Carnegie Mellon University’s Entertainment Technology Center developing a scenario-based game.
This interest is not surprising, though. Playing games is not new, neither is using games to engage people. Games are fun, competitive ways of conveying messages, engaging participants and achieving desired outcomes using rules, goals and feedback, dating back 100 years or so  . Incorporating game elements and strategies in education has been a trend recorded as early as the 1980s, “with video and computer games” in subjects such as history and geography  .
 quotes  in defining gamification as “the use of game metaphors, game elements and ideas in a context different from that of the games in order to increase motivation and commitment, and to influence user behavior”.  has posited that gamification is a method to engage students who are digital natives because technology is all around them, changing the dynamic of teaching and learning and thus “require[ing] modern pedagogical paradigms”.
This working group aims to explore gamification and game based learning to enhance engagement and commitment of academic stakeholders (students, staff, faculty, management, parents) towards teaching and learning of academic integrity values, thus working towards incorporating a proactive action in building a culture of integrity. We aim to eventually gamify certain areas of academic integrity in order to offer the greater community with the tools to then use them in their teaching & learning settings.
Working Group Outputs
Existing Gamified Modules Games in Integrity
 Oxford Analytica, "Gamification and the Future of Education," World Government Summit.
 D. F. Smith, "A brief history of gamification [#infographic]," EdTech Focus on Higher Education, 11 Jul 2014. [Online]. Available: https://edtechmagazine.com/higher/article/2014/07/brief-history-gamification-infographic. [Accessed 14 Jul 2019].
 Packt, "History of gamification in education," 14 July 2019. [Online]. Available: https://subscription.packtpub.com/book/web_development/9781782168119/1/ch01lvl1sec09/history-of-gamification-in-education. [Accessed 14 July 2019].
 G. Kiryakova, N. Angelova and L. Yordanova, "Gamification in Education," in 9th International Balkan Education and Science Conference, 2014.
 A. Marczewski, "What's the difference between Gamification and Serious Games," Gamasutra, 3 11 2013. [Online]. Available: https://www.gamasutra.com/blogs/AndrzejMarczewski/20130311/188218/Whats_the_difference_between_Gamification_. [Accessed 14 July 2019].
 I. Furdu, C. Tomozei and U. Kose, "Pros and Cons Gamification and Gaming in Classroom," BRAIN: Broad Research in Artificial Intelligence and Neuroscience, vol. 8, no. 2, pp. 56-62, 2017.
Members of the group
Dita Henek Dlabolová